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Addressing the Professional Preparation of Future Science Teachers to Teach Hands-on Science: A Pilot Study of a Laboratory Model

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Jeffrey A. Paradis

Department of Chemistry, University of Central Florida, Orlando, FL 32816-2366

Aldrin E. Sweeney

Department of Teaching and Learning Principles, College of Education, University of Central Florida, Orlando, FL 32816-1250

J. Chem. Educ., 2003, 80 (2), p 171

DOI: 10.1021/ed080p171

Publication Date (Web): February 1, 2003

Abstract

Research has shown that even when students complete a chemistry degree program and the pedagogical course requirements necessary for teacher licensure, they may still graduate and begin teaching without a firm grasp of how to teach specific chemistry concepts. Although preservice secondary-level science teachers are required to take courses in pedagogy and learning theory, what is learned in a formal instructional setting does not appear to translate well to a laboratory setting. In response to these concerns, the Department of Chemistry and the Science Education program at the University of Central Florida undertook a collaborative pilot study during the Spring 2001 semester to jointly design and develop a laboratory-training course. The purpose of the course was to provide preservice secondary-level science teachers with the opportunity to explore the pedagogical possibilities of the teaching laboratory while gaining hands-on experience running a general chemistry laboratory. Outcomes of the pilot study are presented in addition to implications for the continuing professional development of secondary-level science teachers.